Cooperative Learning

Cooperative Learning
Group Investigation
“inquiry in engaging learning”
Taufik Ikhsan Slamet

Educational Technology Department, UM
GI
CONCEPT
Definition, Benefits, and

Challenges
Concept
A cooperative learning model in which students
work in small groups using cooperative inquiry,
group discussion, and cooperative planning and
projects, and then make presentations to the
whole class on their findings.
Q: taufik.ikhsan.tep@um.ac.id
Concept
 Group Investigation (Sharan, 1992) is a general classroom organization
plan in which students work in small groups using cooperative inquiry,
group discussion, and cooperative planning and projects.
 In this method, students form their own two- to six-member groups. After
choosing subtopics from a unit that the entire class is studying, the groups
break their subtopics into individual tasks and carry out the activities that
are necessary to prepare group reports.
 Each group then makes a presentation or display to communicate its
findings to the entire class.
GI
SYNTAX
How to implement Group
Investigation in instruction
Syntax (procedure)
Syntax is the procedure of instruction. It
functions to describe how teacher deliver the
instruction. Syntax needs to be constructed
based on the choosen stragey (e.q. NHT, STAD,
TGT, etc).
Syntax (procedure)
In GI, students form interest groups within which to
plan and implement an investigation, and synthesize
the findings into a group presentation for the class
The teacher’s general role is to make the students
aware of resources that may be helpful while carrying
out the investigation.
Syntax (procedure)
 GI includes four important components (the four I’s"):
investigation, interaction, interpretation and intrinsic
motivation.
 Investigation refers to the fact that groups focus on the
process of inquiring about a chosen topic.
 Interaction is a hallmark of all cooperative learning
methods, required for students to explore ideas and help
one another learn.
Syntax (procedure)
 Interpretation occurs when the group synthesizes and
elaborates on the findings of each member in order to
enhance understanding and clarity of ideas.
 Finally, Intrinsic motivation is kindled in students by
granting them autonomy in the investigative process
Syntax (procedure)
Step 1. The teacher presents a multi-faceted
problem to the class, and students choose an
interest group. The problem posed here is
particularly important, as a variety of reactions
from students is necessary for appropriate group
formation. Teachers should avoid giving their
own ideas or rejecting ideas from students.
Syntax (procedure)
 Step 2. Groups plan their investigation  Groups plan their
investigation | the procedures, tasks and goals consistent
with the chosen subtopic. The procedures, tasks and goals
consistent with the chosen subtopic.
 Step 3. groups carry out the investigation as planned in the
above step. The teacher’s role at this step is to follow the
investigative process, offering help when required: suggesting
resources, ensuring a variety of skills is being used, etc.
Syntax (procedure)
 Step 4. Groups plan their presentation. They evaluate
what they have learned, and synthesize it into a form that
can be understood by the class.
 Step 5. Groups conduct the presentation. And finally, the
teacher and students evaluate the investigation and
resulting presentations. Throughout the process, group
representatives often make reports to the class, helping
group members appreciate that they are part of a larger
social unit.
SUGGESTIONS
Teacher, Lesson Planner, Media

Creator, Quiz Maker, and Presenter
Teacher
 Start the lesson with presenting intriguing cases that lead to the main
lesson. Attract students with interesting questions, and followed by
explanation.
 Explain he process that the students will have to exhibit. It is very
important that teacher is responsible to devide groups member.
 Don’t forget to use time on very part of discussion. it’s required to warn
the time in every discussion. But use the proper amount of time.
 Provide worksheets and answer sheets when discussion time.
Lesson Planner
 Read carefully on the specific step of GI. Notes that there are some
specific steps that are required to be implemented.
 Choose a big topic that consists of some sub-topics related to the
skills. Don’t pick a small topic that only involves few lesson. It is very
important, to specify what sub-topics that the students will be
discused.
 Transform the GI activities into game or something that can engage
students into learning more. Provide some further reading
assignments to help students to track their learning path.
Media Creator
 Use some audio-visual aids, such as video, it is very important
to explain the general topic in multimedia presentation in the
beginning of instruction.
 Use ilustration or graphic when teacher deliver the cases, or
when students have dicussion with their groups
 Develop a guideline for students to create presentation
materials. In students presentation phase, the media which
students develop needs to be reviewed.
Quiz Maker
 Create questions that include objective and non objective
questions.
 You can transform quiz into a game that in the end of the
questions, there will be decided the winning group.
 You can deliver the quiz in powerpoint slide to enhance
students curiosity.
 Develop some questionnaire that guide students to create deep
investigations.
Presenter
 Deliver material in english.
 The most important informations of the model are 1) its definition,
2) benefits, 3) challenge, 4) syntax (generally), and 5) the choosen
topic that will be delivered.
 Video, graphic, illustration, are welcome to be use.
 Provide some ilustration in group investigation case.
That’s all
&
Wish you the best
Taufik Ikhsan Slamet

Educational Technology Department
Faculty of Educational Sciences
State University of Malang
Email: taufik.ikhsan.tep@um.ac.id
Further Reading Recommendations
 http://web.edu.hku.hk/f/page/930/20130613_PPT.pdf
 http://www.danielzingaro.com/gi.pdf

Cooperative Learning

Uploaded by

Copyright:

Available Formats

You might also like

Cooperative Learning

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cooperative Learning

Uploaded by

Copyright:

Available Formats

Cooperative Learning

Taufik Ikhsan Slamet

Definition, Benefits, and

Teacher, Lesson Planner, Media

Taufik Ikhsan Slamet

You might also like